1. Responsiveness to Instruction (RtI) Iredell Statesville Schools
Coop

2. Objectives
I can explain the connections between the ISS model and RtI.
I can explain why RtI is a proactive problem-solving model.
I can identify elements of RtI in my classroom environment and my instruction.
I can identify/locate resources and people who can help me.

3. What Are Our Beliefs?
What are characteristics or qualities of a great school?
For 2 minutes, work alone to write each characteristic or quality on its own sticky note.
For 4 minutes, work with your team to categorize your characteristics by placing similar qualities together.
Work together to label each category.
Decide who will share your categories with the rest of the group. .
Karriker
Give directions only one step at a time. Show them the first direction, then have them do that step. Then, show them the next direction, and have them complete. MUCH easier than showing them the directions at the same time!!
Have participants share categories by placing sticky notes in large triangle on Sticky Paper after stating categories with the large group.

4. Formative Assessments
ISS Model
& RtI
Formative Assessments
Aimsweb, Reading 3D and other Diagnostic assessments, progress monitoring
Learning Centered
All students receive core instruction- differentiated to meet their needs
PLCs work together to problem solve & discuss intervention strategies
1. What do students need to know?
2. How will they learn it?
3. How will you know they’ve learned it?
4. What will we do if they don’t learn it?
5. What will we do if they already know it?
Common Core/ Essential Standards
Collaborative Teams
Mission, Vision, and Values Data—driven Decision—making
PDSA Aligned Strategic Plans
Using data to make instructional decisions about students in the RtI process
The RtI model is a PDSA, problem-solving process

5. What IS RtI?
coop

6. National RtI Model “Responsiveness to Instruction”
Born out of Reauthorization of Special Ed Law (IDEA 2004)
Two Models of RtI:
Problem-Solving Model
Standard Protocol
Problem- Solving
coop

7. Why? ESEA Blueprint For Reform IDEIA NCLB 2010 2004 2002
Career and college ready
Why?
Subgroup analysis
ESEA Blueprint
For Reform
2010
Frequent assessments
Data-based decision making
Incentives for rigorous standards and accountability
IDEIA
2004
Accountability for ALL students
Coop
Evidence-based practices
NCLB
2002
Using research-based practices

8. Educating Collaboratively
Educating in silos
Educating Collaboratively
Special Education
AIG
ESL
Title I
Karriker

9. Layering of Support Intensive Support Supplemental Support
Differentiated Core
Moore

10. NC DPI Definition of RtI
“NC Responsiveness to Instruction (NCRtI) is a multi-tiered framework which promotes school improvement through engaging, high quality instruction by using a team approach to guide educational practices, using a problem solving model based on data to address student needs and maximize growth for all.”
Moore

11. What is RtI? Framework that focuses on:
Appropriate, targeted instruction
Researched-based teaching strategies
Early intervention
Accurate assessment with valid, reliable data
Frequent progress monitoring
Informed instructional decisions
Moore

12. Tier IV Tier III Tier II Tier I
Resources
Tier I
Marty - Coop
Student Needs 12

13. Total School Improvement Model
Moore

14. Total School Improvement Model
Problem solving for all students
Setting goals for groups of students and individual students
Maximizing curriculum to meet needs of all students
Moore

15. As Albert Einstein said:
“The significant problems we face cannot be solved by the same level of thinking that created them.” 15

16. 3 Components of RtI
Coop

17. How is This Different? Creates a shift in focus
proactive rather than reactive
eliminates “Wait to Fail”
Early intervening to prevent failure
More efficient use of resources
Supports family partnerships
Coop

18. Problem Solving for all students
Something is “wrong” with this student…
Coop
Green/red…..funnel

19. The Heart, Art, and Science of Teaching
One must first have the heart for teaching. One can then learn the science and the art of teaching.
Dea Allan, 2010
Confidential

20. THE Conundrum of American Public Education
We can, whenever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.
Ron Edmonds, 1982 in DuFour et al., 2004 20

21. Conquering the Conundrum
Science without Passion is uninspiring.
Passion without Science is self centered.
Science with passion is THE key to student success!
Kukic, 2008 21

22. Rosa Parks

23. Change is good.
You go first!
Judy Elliott, 2004 23

24. The only person who likes change is a wet baby.

25. Always do right (things right). This will gratify some people
and astonish the rest.
Mark Twain and Stephen Covey 25 25

26. Mindset Fixed v. Growth
Dweck, 2007 26

27. The fixed mindset limits achievement
The fixed mindset limits achievement. It fills people’s minds with interfering thoughts, it makes effort disagreeable, and it leads to inferior learning strategies. What’s more, it makes other people into judges instead of allies.
Dweck, 2006

28. 28

29. Plus allies in learning.
Important achievements require a clear focus, all-out effort, and a bottomless trunk full of strategies.
Plus allies in learning.
This is what the growth mindset gives people, and that’s why it helps their abilities grow and bear fruit.
Dweck, 2006

30. The Standard
All policies, programs, and practices are considered through the lens of “How does this impact student learning?” Those that encourage learning are embraced. Those that interfere with learning are discarded.
DuFour, et al., 2004 30 30

31. If it works, don’t break it. If it doesn’t work, break the sucker!
Kukic, 1993 31

32. Coop
Emphasize what/who currently gets blamed:
Lower grade(s)
Parents
Home life
Student
Previous family members
In the newer model- a team is looking at a computer screen –AIMSweb- to come up with a solution addressing the student needs
The change is from one person being told to address the needs to a team problem solving approach

33. Class work samples collected Student is performing below grade level
Pre-Referral Team Meets
Interventions/ Accommodations are implemented
Meet and repeat every three weeks
Refer for testing
Do not test
Coop
Make a point to realize that the red in all three circles indicate a stopping point because for a Learning Disabled student- no new information for the teacher(s) or parent is learned at this point. This is a step by step model with little learned about the progress of the student over a period of time. The teacher walks away from the meeting lost- still asking questions.
Does not qualify
Qualifies
Test

34. Is my child getting ‘services’? Family Questions Teacher Questions
They said by 2nd grade my child should be able to get services…now what?
What does this student need?
What did that report really mean?
Is my child getting ‘services’?
Family Questions
Teacher Questions
Coop
Parents and teachers leave eligibility meetings with so many questions.
There are still no answers- just more abstract questions. These questions lead to distrust and frustration.
Will my child ever be good at school?
What is working for this student?
Now what?

35. The educational achievement gaps in the United States have created the equivalent of a permanent, deep recession in terms of the gap between actual and potential output in the economy.
McKinsey & Co., 2009 35

36. Build a System of Support
Students fluidly move between a seamless support system
Coop

37. What Should I Expect in the Problem Solving Process?
The level of difficulty a student is experiencing and the necessary resources to address the student’s difficulties will often be referred to as “tiers” within the problem-solving model. There are four different tiers:

38. Tier I and Tier II
 Tier I The student’s needs are addressed through informal parent and teacher conferences.
 Tier II There are times when help from additional school staff is needed to address the student’s needs. At this level, other educators are asked to provide additional support, services, and/or recommendations for the instructional plan (PLC, IF, IS).

39. Tier III and Tier IV
 Tier III If the student is not making adequate progress and additional information is needed, a “Problem-Solving Team” can be consulted. The planning, documentation, and data collection are very specific at this level (IF, EC. IS, IT, ESL, and ATeam/RtI Coordinator).
 Tier IV Based on information that has been collected it may become clear that additional resources and services are necessary to address the student’s needs. In this case, referral for special education services can be considered. Parents may be asked to sign a consent form giving permission to evaluate their child to determine need and eligibility for special education services.

40. Diagnostic Assessment at Tier I and Tier II
All students are screened three times a year using either AIMSweb, Reading 3D, Math 3D, V-Math or other diagnostic assessments.
Teachers/PLCs evaluate data and determine which students are in need of the next layer of support.
For Tier II, teachers determine which students may require more detailed assessment(s) in order to select targeted interventions.
Teachers use this data for placement groups and target goals.

41. “Red Flags” Severe behavior problems have been exhibited over time.
Disciplinary or office referrals occur on a regular basis.

42. Purpose of Tier I Inform parents and teachers of concern.
Establish communication between parents and teachers.
Attempt initial resolution of problems.
Differentiating instruction to meet the needs of all students.
Core – regular classroom

44. Purpose of Tier II
To gather information about the severity of the problem.
To re-define the problem.
To develop and monitor new plans to address the problem.
To get help from other teachers.
To examine how behaviors interfere with school performance.

45. Tier II

46. Purpose of Tier III To review the problem
To develop and monitor new plans to address the problem
To provide increased support in addition to Core and Tier II
To get help from other professionals through assistance from the C.O.M.P.A.S.S. Team
Begin collecting: Vision Screening, Hearing Screening, Speech/Language Screening, Social/Dev. History, Academic Functional Observation
Collectively (with parent) decide if student needs to be referred for EC testing

47. Purpose of Tier IV
This tier only serves students who are identified as EC
Students in Tier IV receive differentiated Core Instruction (Tier I “layer” of support)
Tier II “layer” of support
Tier III “layer” of support
Meets IEP requirements

48. Definition of Iredell Statesville Tiers
Handout
Table Discussion:
Discuss what aspects of your classroom and instruction already reflect an RtI approach to meeting ALL students’ needs in your classroom?
Identify 1 area or concept in which you/your PLC would like support by the end of September. Write it on a sticky note & include your PLC name/grade.

49. Evidenced based / Research-based Instruction/Intervention
Evidence-Based Practice
Educational practices/instructional strategies supported by relevant scientific research studies.
Research-based Instruction/Intervention/
A research-based instructional practice or intervention is one found to be reliable, trustworthy, and valid based on evidence to suggest that when the program is used with a particular group of children, the children can be expected to make adequate gains in achievement. Ongoing documentation and analysis of student outcomes helps to define effective practice. In the absence of evidence, the instruction/ intervention must be considered "best practice" based on available research and professional literature.

50. Interventions Should…
Be highly engaging and brisk
Conform to students pace = enough repetition needed for mastery
Focus on the specific learning need(s)
Provide practice and review
Give immediate correction
Give ample time to respond

51. Helpful Structures Flexible reading groups
Daily routine intervention/enrichment time
Routinely scheduled PLC & RtI meetings
Trained staff providing group interventions
Documentation folders to include:
-Tier forms
-Work samples
-Diagnostic information-Target needs assessments
-Parent conference notes
-Progress chart

52. Formative Assessments
ISS Model
& RtI
Formative Assessments
Aimsweb, Reading 3D and other Diagnostic assessments, progress monitoring
Learning Centered
All students receive core instruction- differentiated to meet their needs
PLCs work together to problem solve & discuss intervention strategies
1. What do students need to know?
2. How will they learn it?
3. How will you know they’ve learned it?
4. What will we do if they don’t learn it?
5. What will we do if they already know it?
Common Core/ Essential Standards
Collaborative Teams
Mission, Vision, and Values Data—driven Decision—making
PDSA Aligned Strategic Plans
Using data to make instructional decisions about students in the RtI process
The RtI model is a PDSA, problem-solving process

53. Remember…
Further training/support will be provided on the following topics:
Student data analysis
Placing students in the appropriate tier
Writing appropriate student goals
Grouping students for success
Instructional resources for student skill gap(s)